Informal Learning Experiences Research Articles

Vietnamese adult learners as Confucian Culture co-present groups in workplaces

This paper focuses on learning that takes place outside formal classrooms within groups or teams. Based on the conceptual framework of informal learning, adult learning and lifelong learning, it investigates how two contrasting groups of adult learners in Vietnam, Mekong doctors and Hanoi hairdressers, learn, interact, and collaborate through their informal learning experiences in the workplace. These are two ‘co-present groups’ or two ‘complex systems’. For Vietnamese learners, the challenges of Confucian heritage culture, or the lack of awareness of cultural differences, created obstacles to collaboration and participation. The contribution to this Special Issue argues that co-present group learning applies well to non-Western Confucius-based cultures and other countries with similar values, despite this lack of awareness of cultural differences.

“I only wish that I had had that growing up”: Understanding Webtoon’s Appeals and Characteristics as an Emerging Reading Platform

AbstractThis study investigates the readers of Korean webcomics, Webtoon, to understand their motivations for reading Webtoon, appeals of reading Webtoon, and any informal learning experiences Webtoon readers encounter. This study adopts reader behavior theories and media studies as the two main theoretical foundations; within these frameworks, the authors aim to understand a hybrid reading media platform, Webtoon, which has characteristics of both multimedia and conventional reading content. To understand Webtoon readers and their reading experiences, the focus group method was used. Findings show that Webtoon reading motivations include relaxation, emotional affirmation, creating an identity as a reader, aesthetic appreciation, and habitual reading. Webtoon’s unique format characteristics, ease of access, inclusivity, immersive experience with sound and music, and interactive communications among the authors and readers, are appreciated by readers. Lastly, Webtoon’s cultural differences sometimes lead readers to additional research on their parts, learning more about Korean history, food, or other popular culture. The authors further discuss the findings through the lenses of reader behavior & Readers’ Advisory theories, media studies, and information encountering theories.

Students’ Perceptions of Active Learning Classrooms from an Informal Learning Perspective: Building a Full-Time Sustainable Learning Environment in Higher Education

Under the influence of education for sustainable development, active learning classrooms, as the new learning environment in higher education, have become increasingly diversified and flexible, with a greater emphasis on student experience and engagement. Most research on these learning environments is centered on formal learning analysis and discussion, whereas empirical research on the perception of informal learning in active learning classrooms outside of class time is lacking. Based on informal learning perceptions, this study explored the strengths and weaknesses of active learning classroom spatial environments using a mixed quantitative and qualitative research approach. Through a questionnaire survey of 154 students and one-on-one semi-structured interviews with 15 students, this study found that most students were satisfied with the informal learning experience in active learning classrooms, comfortable and flexible space perception and humanized learning support facilities in active learning classrooms were critical spatial factors influencing students’ informal learning, the private environment and positive learning atmosphere in active learning classrooms could promote students’ informal learning behaviors, and for active learning classrooms, better resource management could help them develop a better quality full-time learning environment. Based on these findings, this study makes recommendations for optimizing the environment design and management of active learning classrooms.

Faculty’s Formal and Informal Learning Experiences During the Transition of a New Learning Management System at a Community College: A Case Study

Faculty’s Formal and Informal Learning Experiences During the Transition of a New Learning Management System at a Community College: A Case Study

Call for Special Issue Papers: HUMANE METAVERSE: Opportunities and Challenges Towards the Development of a Humane-Centered Metaverse

<i>Call for Special Issue Papers:</i> HUMANE METAVERSE: Opportunities and Challenges Towards the Development of a Humane-Centered Metaverse

Naturalistic Parent Teaching in the Home Environment During Early Childhood.

Children’s sociocultural experiences in their day-to-day lives markedly play a key role in learning about the world. This study investigated parent–child teaching during early childhood as it naturally occurs in the home setting. Thirty-nine families’ naturalistic interactions in the home setting were observed; 1033 teaching sequences were identified based on detailed transcriptions of verbal and non-verbal behavior. Within these sequences, three domains of learning (knowledge, skills, and dispositions) and subtopics were identified and analyzed in relation to gender, child birth order, context, teaching strategies, and learner response. Findings show knowledge, skills, and dispositions were taught equally, marked by the most prominent subtopics taught within each domain, including cognitive (skill), game rule (knowledge), and social rule (disposition). Further, mothers and fathers were found to teach their children equally, however, fathers taught knowledge more than mothers, whereas mothers taught dispositions more than fathers. Differences between domains of learning and subtopics also existed between mother’s and father’s teaching based on child birth order and gender. This study also assessed the contrast between teaching knowledge, skills, and dispositions by context, parent teaching strategies, and child learner response. Results support the notion that family interactions in the home setting set a stage for children’s rich informal learning experiences. Vygotskian sociocultural conceptions underpin this research and findings are discussed using this central theoretical lens.

An Observational Investigation of How Exhibit Environment and Design Intersect to Influence Parent–Child Engagement

This naturalistic, observational study examined how specific design elements in two play-centered science center exhibits influence child and parent engagement. We observed the level of engagement, pretend play, and sharing among 57 3- to 9-year-olds (M = 5.67 years) and their parents at either an indoor, technology-based exhibit or an outdoor, nature-based exhibit. Overall, exhibit elements that were interactive or allowed for free play engaged children the most and fostered the most pretend play and sharing, regardless of indoor or outdoor environment. Directed play elements were associated with increased levels of parent involvement with their children at the exhibit, particularly outdoors. These novel results demonstrate how exhibit-level factors influence parent and children’s engagement in informal contexts. Implications for children’s autonomy in guiding their own informal learning experiences and recommendations for museum exhibit space design are discussed.

\u201cNot yet a doctor\u201d: medical student learning experiences and development of professional identity

BackgroundTo become a good doctor, developing a professional identity is as important as having the right knowledge and skills. Great attention has been given to professional identity in medical school because it plays an important role in the transition from student to doctor. Nonetheless, the necessity of acquiring a tremendous amount of knowledge and skill during medical school training does not create sufficient opportunities for students to develop their professional identities. Thus, this paper pays careful attention to how students’ learning experiences in medical school affect this development. The research questions are as follows. 1) How do medical students’ perceptions of doctors change or strengthen after entering medical school in the process of professional identity development? 2) What kinds of knowledge have medical students accumulated while attending medical school? How do their learning experiences affect professional identity development? 3) What is a doctor’s role and the career’s meaning to medical students, and what understanding does this awareness bring to their learning experiences and lives as future doctors?MethodsIn-depth semi-structured interviews were conducted with 20 Korean students in their fourth year of medical school; all had more than one year of experience in clinical settings. The students’ learning experiences and professional identity development were used to analyze the data using inductive thematic analysis.ResultsWhen students first entered medical school, they perceived their identities as “given to” them by society. However, various learning experiences during the medical school years affected them, causing them to think about becoming a doctor according to their own perceptions and the meaning of becoming a doctor in the profession. Although an isolated medical community and a competitive student culture hindered them from searching for their professional identities, informal learning experiences, including active interaction with patients, senior doctors, and others outside the medical community, enabled them to develop their professional identities. The medical students experienced a conflict between individual and professional values as they considered what kind of doctor they would be in the future.ConclusionsThe findings noted in this study extend the understanding of professional identity and informal learning experiences in medical school.

Transformative experience in an informal science learning program about climate change

AbstractThe Transformative Experience Questionnaire (TEQ) has previously been used only in formal science learning environments to examine how students' learning experiences extend beyond the classroom into their daily lives. In the present study, an example of how this tool can be useful to assess transformative experiences in an informal learning program is provided. The Lens On Climate Change (LOCC) program combined a place‐based approach to learning with creative expression through storytelling, as middle and high school participants created short films about the impacts of climate change in their communities. Our findings suggest the LOCC participants had a transformative experience with regards to their learning about climate change as illustrated in greater post‐program TEQ scores over a comparison group of research participants who did not engage in the LOCC program. The program was also transformative for both middle and high school students. Results are discussed within theoretical frameworks for designing informal transformative science learning experiences.

Lost in deliberative deficit: the dilemma and learning curve of defending the university campus in the Hong Kong 2019 protest

ABSTRACT The 2019 Anti-Extradition Bill movement (Anti-ELAB) in Hong Kong peaked the tactical radicalization of the city’s recent protest history. At the same time, it signified unprecedented tactical reconciliation between moderate and radical protestors that maintained strong movement momentum and a high degree of solidarity for a long period. An ethics of solidarity was successfully formulated to illuminate deliberative practices among participants. However, the change of protest spatiality and repertoire from wildcat protesting to temporary occupation at a university campus altered the dynamics of protestors and weakened deliberative communication. This paper illustrates the struggles and learning curves of students who suffered deliberative deficit in the interaction with other protestors. This paper argues that the occupation, despite its contested nature, offered informal experiential learning of civic engagement for the students to their political literacy and civic mentality towards social movement under the intense setting of real politics.

Informal learning experiences of Turkish sojourners in Europe: An exploration of their intercultural competence within the Erasmus student exchange scheme

Informal learning experiences of Turkish sojourners in Europe: An exploration of their intercultural competence within the Erasmus student exchange scheme

Gamification in the Informal Learning Space of Higher Education (in the Context of the Digital Transformation of Education)

The article explores the way gamification transforms the informal learning space of the higher education institutions inspired by information technologies and the all-consuming digitalization of human society. An overview is presented of the existing ideas about gamification in the context of the digital transformation of higher education. It is established that the effective use of gamification as a learning technique in the context of digital transformation of higher education contributes to the implementation of its core principles. We have attempted to analyze the factors that gave rise to gamification as well as to examine the ways to introduce gamification to the informal learning experience. The components of this technology are singled out along with the principles of its functioning. In the process, we reveal the role of gamification and opportunities that open up for the organization of educational activities in the informal space of higher education. The given work identifies peculiarities and advantages of this digital form of education as well as risks associated with its introduction in the informal learning space of higher education. The authors elaborate on the specifics of the development of informal learning space in the context of global gamification, as well as the technological and semantic modernization of higher education. It is established that the main purpose of gamification is to boost the internal motivation of higher education students to study and to reveal their creative and professional abilities.

Supporting informal science learning with metacognitive scaffolding and augmented reality: effects on science knowledge, intrinsic motivation, and cognitive load

ABSTRACT Background Museums have been paying an increasing attention to the design of experiences conducive to informal learning. While spontaneous inquiries in museums often pique visitors’ intrinsic motivation to learn, certain structures or scaffolds are needed to facilitate sense making in museum learning. Two promising approaches are identified: metacognitive scaffolding and augmented reality (AR) that offer on-demand content and interactions. Purpose This study aimed to answer the following research question: Compared with metacognitive scaffolding alone, how does the access to additional AR content affect informal learning experiences in a science museum in terms of science content knowledge, intrinsic motivation, and cognitive load?. Sample The sample of the study consisted of 63 sixth-grade students divided into two groups. The treatment group (31) received both metacognitive scaffolding and AR support in their museum visit, whereas the control group (32) received only metacognitive scaffolding. Design and methods A quasi-experimental research design was conducted. The independent variable was the treatment conditions, and the dependent variables were students’ science knowledge test performance, learning motivation, and cognitive load. The research instrument for this study included a science knowledge test, a learning motivation survey, and a perceived cognitive load questionnaire. Results The results revealed that the combination of metacognitive scaffolding and AR led the treatment group to significantly outcome the control group in the science knowledge post-test, but the effect did not last in the 2-week delayed retention test. The control group perceived more importance in the museum learning activity. No difference was found in cognitive load. Conclusions Metacognitive scaffolding may have an enduring impact on science learning in museums. The long-term impact of AR needs further investigation. Balance should be maintained between structure and open exploration to sustain intrinsic motivation in informal learning settings.

Examining the relationship between informal science experiences and physics identity: Unrealized possibilities

Informal learning experiences in physics reinforce stereotypical practices, fail to intersect in positive ways with the biological sciences, and continue to be less accessible to students from historically marginalized groups.

Evaluating the Impact of a Comprehensive Canadian Science-Art Residency Program on the Participating Scientist, Artist and the Public

Science-art residencies can provide opportunities for insightful cross-disciplinary collaborations, science communication, and engagement with the general public. Currently, there are few formal ways for artists and scientists to collaborate in Canada, and even fewer publications on how these experiences can impact learning in informal settings. Art the Science (a Canadian non-profit organization facilitating cross-disciplinary relationships between artists and scientists) piloted a comprehensive multiphase science-art residency program. Phase 1 informed the artist’s work through a full-time experience in a scientific laboratory at an academic institution, Phase 2 showcased the artist’s final artwork, Between the Sand at an off-campus local community event, and Phase 3 published an interactive online version of the work for global exhibition. Residency evaluation in each phase was conducted through the use of qualitative and quantitative methods, including interviews, concept mapping, video diaries, and surveys. The artist, scientist and lab members gained new perspectives and inspiration about their respective fields. The artist was able to incorporate theories and processes from the research group into their artistic practice. On the other hand, the scientist saw renewed enthusiasm and curiosity within their research lab, and the lab members reported new ways of thinking about how to communicate their research. Both exhibitions proved to be engaging informal learning experiences for 66.2% of survey participants, and revealed several major learning themes. Despite promoting both events as artwork exhibitions, 79.2% of survey participants considered Between the Sand as both an artwork and a science communication product suggesting that science-based art may have the potential to communicate science, even when it is not presented as a science communication effort. Public responses revealed that public perception of funding is not skewed to either discipline and instead seems to call upon both science and arts grants to fund such interdisciplinary initiatives. Providing comprehensive artist residencies in science labs may have a valuable impact on everyone involved: the artist, the research group, and the public.

Integrating informal learning in college general chemistry courses

Informal learning (IL) venues such as museums, zoos, scouting, national parks, and community activities are increasingly recognized for their important role in enhancing the public understanding of science. Many benefits to students who participate in rich informal learning experiences are reported in the literature, including improvements in scientific reasoning skills, percentages of students enrolling in science, technology, engineering, and math (STEM) majors, and completion of college degrees. The research reported herein analyzes potential benefits of including informal learning experiences in college general chemistry courses, using the School Museum Learning Framework to structure the informal learning experiences. Assessment of outcomes of the informal learning activities are scaffolded upon the U.S. National Research Council's Strands of Informal Learning. Gains in science learning as they related to formal chemistry course content were quantified using pre- and post-assessment measures. Additional outcomes quantifying student motivation were evaluated using the Science Motivation Questionnaire. Results show improvement in some course-related outcomes as well as affective expressions of motivation by students who participated in informal learning experiences.

The rhythmic and tonal musical abilities in the functional-learning music kindergarten children

Musical abilities include a number of abilities developed under the influence of innate dispositions, environment, maturity, informal music learning experience and formal music education. The paper aims to identify the potential difference between the musical abilities of preschool and early school-age children at the initial and final testing stages and whether there is any difference between the rhythmic and tonal component of their musical abilities in terms of their sex. The survey was conducted on a sample of 70 respondents. The respondents were second-year students of the Elly Bašić Functional-Learning Music Kindergarten in Zagreb. A general information questionnaire was used in the survey, as well as the Gordon Primary Measures of Music Audiation (PMMA) test, as an indispensable measuring tool used to identify the key music potential variables in a timely, reliable and objective manner.The obtained results indicate that the tonal and rhythmic aptitude of the participants in the survey were substantially higher at the final stage of testing with respect to the initial one. Moreover, the sex of the participants in the survey did not prove to be a significant musical aptitude predictor.The author calls for changes to the music school curriculum aimed at integrating preschool music education into the formal music education system.

Maternal Informal Learning Experiences that Shape Parenting Practices.

Current understanding of the linkage between maternal education and parenting practices has largely been informed using a narrow definition of educational attainment-the highest level of education an individual has completed. However, the proximal processes that shape parenting, including informal learning experiences, are also important to understand. Less is known about the informal learning experiences that shape parenting decisions and practices. To this end, we conducted a qualitative inquiry about the informal learning experiences of mothers of children ages 3 to 4 years with the specific goal of understanding how maternal informal learning experiences shape parenting decisions and practices. We conducted interviews with 53 mothers from across the United States who had previously participated in a randomized controlled trial (RCT) of an intervention targeting infant care practices. We recruited a purposive sample of mothers chosen to maximize diversity across educational attainment and adherence to infant care practices targeted in the RCT. Using a grounded theory approach, data were analyzed using an iterative process for organizing codes and themes that mothers identified as informal learning experiences. We identified seven themes representing distinct types of maternal informal learning experiences that impact parenting practices, including: (1) experiential learning during childhood; (2) experiential learning during adulthood; (3) interpersonal interactions including via social media; (4) experiences with non-interactive media sources; (5) informal trainings; (6) beliefs; and (7) current circumstances. Multiple informal learning experiences inform the parenting decisions and practices of mothers with varying levels of formal educational attainment.

Developing perceptions about science in preservice early childhood educators

AbstractScience teachers play a vital role in the education of students and their learning outcomes. Beyond academic performance and content knowledge, how one feels about science can influence how they teach and how students learn. It is important for educators, and teacher educators to reflect on their past experiences and decipher what experiences influence their overall perceptions about science. Mixed methods were used to analyze narrative papers from pre‐service teachers which focused on their science education experiences. Papers from one hundred undergraduate early‐childhood pre‐service educators were used to determine factors that influence pre‐service teachers’ overall perceptions about science. Results indicated that negative experiences at all stages of students’ k‐12 education diminished positive perceptions of science; meanwhile, corresponding effects related to positive experience were sourced only from high school. Similarly, negative teacher experiences resulted in diminished positive perceptions of science without corresponding effects of positive teacher experiences. Learning approach and informal learning experiences did not predict positive perceptions of science, but were relevant within the qualitative analysis. Implications are discussed for pre‐service teacher training programs.

The Name Jar Project: Supporting Preservice Teachers in Working with English Language Learners

Classrooms are becoming more linguistically and culturally diverse and many educators are feeling unprepared to meet the varied needs of English language learners (ELLs). Through a larger design-based research doctoral study, I collaborated with 11 preservice teachers and 28 ELLs in Grades 2 and 3 to design and implement a literacy intervention that focused on cultivating literacy engagement to foster English language development. This paper documents the positive impact the implementation of the literacy intervention, also known as the Name Jar Project, had on supporting the preservice teachers’ emerging practice. Analysis of focus group data, preservice teachers’ written reflections, and field notes revealed that (a) the preservice teachers, through their informal learning experiences, were able to empathize with the ELLs’ strengths and challenges of learning English; (b) the service learning model provided a safe learning environment for preservice teachers to gain practical experience working with ELLs; and (c) through the research design, preservice teachers connected practice and theory to inform their future teaching experiences.